Common Core State Standards Content Area: English Grade Level: Grade 9-10 Domain: Reading - Literature Cluster: Key Ideas and Details Standard #2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Standard #3: Analyze how complex characters develop over the course of the text, interact with other characters, and advance the plot or develop the theme.
What understandings are desired?
Students will understand that:(U)
• Literature from even the Elizabethan age, such as William Shakespeare's Romeo and Juliet, has themes that are relevant and relatable to life today, and understand character development as a result of these themes.
• Understand the historical context and the social structures of the Elizabethan era, and relate them to the story.
• Themes bring about the entire meaning of the story.
What essential questions will be considered?
Essential Questions:(Q)
• How are the themes in Romeo and Juliet relatable to the modern world?
• How are Shakespeare's word and phrasing choices effecting the overall tone of the story.
• Why are the setting and tone relevant to the overall meaning of the story?
What key knowledge and skills will students acquire as a result of this unit?
Students will know:(K)
Students will be able to:(S)
• Key factual information: Historical setting, Elizabethan social structures, historical context (what was happening in the world/region/Shakespeare's life at the time this was written?)
• Critical details: specific language choices, use of iambic pentameter, the use of artistic license for some of Shakespeare's wording.
•Timelines, events, vocabulary, and people: Themes, characters, character choices, timeline of events leading to the story's climax, the nature of a tragedy, the role each character plays in the story's outcome.
• Derive figurative meaning of words and phrases used in Romeo and Juliet.
• Make meaning of these figurative meanings in the context of the story.
• Exhibit an understanding of the historical context of the piece.
•Contrast the setting and structure of society to the modern world.
• Assume the role of a character and discuss what they could have done to prevent the story's outcome.
•Reflect on the similarities between the themes in Romeo and Juliet and more modern works. (West Side Story, The Lion King 2, High School Musical, Titanic).
Stage 1 - Identify Desired Results
Content Area: English
Grade Level: Grade 9-10
Domain: Reading - Literature
Cluster: Key Ideas and Details
Standard #2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Standard #3: Analyze how complex characters develop over the course of the text, interact with other characters, and advance the plot or develop the theme.
What understandings are desired?
• Understand the historical context and the social structures of the Elizabethan era, and relate them to the story.
• Themes bring about the entire meaning of the story.
What essential questions will be considered?
• How are Shakespeare's word and phrasing choices effecting the overall tone of the story.
• Why are the setting and tone relevant to the overall meaning of the story?
What key knowledge and skills will students acquire as a result of this unit?
• Critical details: specific language choices, use of iambic pentameter, the use of artistic license for some of Shakespeare's wording.
•Timelines, events, vocabulary, and people: Themes, characters, character choices, timeline of events leading to the story's climax, the nature of a tragedy, the role each character plays in the story's outcome.
• Make meaning of these figurative meanings in the context of the story.
• Exhibit an understanding of the historical context of the piece.
•Contrast the setting and structure of society to the modern world.
• Assume the role of a character and discuss what they could have done to prevent the story's outcome.
•Reflect on the similarities between the themes in Romeo and Juliet and more modern works. (West Side Story, The Lion King 2, High School Musical, Titanic).
2004 ASCD and Grant Wiggins and Jay McTighe.